Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

被引：35

作者：

Chen, Jing ^{[1
]}

Justice, Laura M. ^{[1
]}

Rhoad-Drogalis, Anna ^{[1
]}

Lin, Tzu-Jung ^{[1
]}

Sawyer, Brook ^{[2
]}

机构：

[1] Ohio State Univ, Columbus, OH 43210 USA

[2] Lehigh Univ, Bethlehem, PA 18015 USA

来源：

CHILD DEVELOPMENT | 2020年 / 91卷 / 02期

关键词：

PEER REJECTION; IMPAIRMENT; SCHOOL; COMPETENCE; BEHAVIOR; CLASSROOMS; CHILDHOOD; MODELS; PERFORMANCE; FRIENDSHIPS;

D O I：

10.1111/cdev.13183

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (M-age = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills.

引用

收藏

页码：471 / 487

页数：17

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